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Patrick Cox, Assistant Professor of Psychology at Lehigh University

Patrick Cox

Assistant Professor

610.758.3631
pac323@lehigh.edu
Chandler-Ullmann room 109
Education:

Ph.D. , Georgetown University, Neuroscience

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Additional Interests

  • Visual Search
  • Attention
  • Object Perception
  • Computational Cognitive Neuroscience

Research Statement

The flexible deployment of perception and attention are essential for navigating daily life—it is therefore critical to understand the factors and situations that improve (or hinder) performance. Take, for example, driving a car; this commonplace human behavior requires processing complex dynamic streams of visual information that contain both relevant and irrelevant details, in service of producing adaptive behavior. However, the very nature of the task, down to which details are relevant, varies greatly between driving on an open country road vs. a gridlocked city street (current context), or between a novice and experienced driver (experience), or between an alert vs. fatigued individual (current state). The myriad of sources of variability create a challenge for delineating specific cognitive theories of behavior and, unfortunately, can limit the ability to translate lab-based studies to applied contexts. However, my research embraces this variability and quantifies the widespread and robust effects of experience and context on visual perception and attention, as well as the neural mechanisms underlying those effects. In addition, I use my research to directly aid in the application of cognitive psychology to real-world problems, by informing best practices in personal and professional settings (e.g., training strategies for airport baggage screeners), informing treatments for disorders and diseases where these processes go awry (e.g., face discrimination training to improve social outcomes among people with autism), and developing novel technologies (e.g., biologically-inspired computer vision algorithms).

I use an interdisciplinary approach in my research because I believe converging evidence from multiple disciplines and techniques is important for understanding the neural basis of behavior. I employ a combination of behavioral testing, EEG, data mining, and computational modeling to answer research questions that range from basic science (such as how is light on the retina transformed into meaningful representations of objects and categories in the visual system) to applied (such as what are the factors that make it harder to find cancer in a chest X-ray or illegal items in luggage at an airport security checkpoint).

He currently is currently accepting graduate student applications for the 2024 application cycle to start in the Fall 2025 semester

Biography

Dr. Patrick Cox joined Lehigh in the Fall of 2023. Previously, he completed a postdoc at the George Washington University, and his Ph.D. in Cognitive Neuroscience at Georgetown University.

Siritzky, E. M., Cox, P.H., Nadler, S. M., Grady, J. N., Kravitz, D. J., & Mitroff, S. R. (2023). Standard experimental paradigm designs and data exclusion practices in cognitive psychology can inadvertently introduce systematic “shadow” biases in participant samples. Cognitive Research: Principles and Implications, 8(66).

Damera, S. R., Chang, L., Nikolov, P. P., Mattei, J. A., Banerjee, S., Glezer, L. S., Cox, P. H., Jiang, X., Rauschecker, J. P., & Riesenhuber, M. (2023). Evidence for a Spoken Word Lexicon in the Auditory Ventral Stream. Neurobiology of Language, 4(3), 420–434.

Mitroff, S. R., Siritzky, E. M., Nag, S., Cox, P. H., Callahan-Flintoft, C., Tweedell, A., Kravitz, D. J., Oie, K. S. (2022). The importance of assessing both expert and non-expert populations to inform expert performance. In Wright & D. Barber (Eds.), Human factors and simulation (Vol. 30), (pp. 11–17). Applied Human Factors and Ergonomics (AHFE) International.

Grady, J. N., Cox, P. H., Nag, S., & Mitroff, S. R. (2022). Conscientiousness protects against the negative impact of fatigue on visual search performance. Cognitive Research: Principles and Implications, 7(56).

Silverman, M. E., Nag, S., Kalishman, A., Cox, P. H., & Mitroff, S. R. (2022). Increases in symptoms associated with obsessive-compulsive disorder among university students during the COVID-19 pandemic. Journal of American College Health.

Kramer, M. R., Cox, P. H., Mitroff, S. R., & Kravitz, D. J. (2022). A precise quantification of how prior experience informs current behavior. Journal of Experimental Psychology: General, 151(8), 1854–1865. 

Cox, P. H., Kravitz, D. J. & Mitroff, S. R. (2021). Great expectations: minor differences in initial instructions have a major impact on visual search in the absence of feedback. Cognitive Research: Principles & Implications, 6(19). 

Kramer, M. R., Cox, P. H., Yu, A. B., Kravitz, D. J., & Mitroff, S. R. (2021). Moving Beyond the Keypress: As Technology Advances, so Should Psychology Response Time Measurements. Perception, 50(6), 555–565. 

Porfido, C. L., Cox, P. H., Adamo, S. H., & Mitroff, S. R. (2020). Recruiting from the shallow end of the pool: Differences in cognitive and compliance measures for subject pool participants based on enrollment time across an academic term. Visual Cognition, 28(1), 1–9. 

Martin, J. G., Cox, P. H., Scholl, C. A., & Riesenhuber, M. A. (2019). Crash in visual processing: Interference between feedforward and feedback of successive targets limits detection and categorization. Journal of Vision, 19(12).

(2019). How to correctly put the “subsequent” in subsequent search miss errors. Attention Perception & Psychophysics, 81, 2648–2657. 

Cox, P. H. & Riesenhuber, M. (2015). There's a 'U' in clutter: Evidence for sparse codes underlying clutter tolerance in human vision. Journal of Neuroscience, 35(42), 14148–14159.

Jiang, X., Bollich, A., Cox, P. H., Hyder, E., James, J., Gowani, S. A., Hadjikhani, N., Blanz, V., Manoach, D. S., Barton, J. J. S., Gaillard, W. D., & Riesenhuber, M. (2013). A quantitative link between face discrimination deficits and neuronal selectivity for faces in autism. NeuroImage: Clinical, 2(1), 320–331.

Teaching

PSYC-176 Introduction to Cognitive Neuroscience
PSYC-355 Seminar in Cognitive Neuroscience
PSYC-476 Seminar in Cognition